Friday, March 28, 2014

Oregon Save Our Schools: Voices of Testing Season

Oregon Save Our Schools: Voices of Testing Season:





Putting the Public Back in Our Public Schools!

Putting the Public Back in Our Public Schools!

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Voices of Testing Season

Testing season is in full swing these days.  Here are some snippets of conversations heard during this time of the year.  Think of what we could be hearing from students instead such as, "This is such a fun project," or "I love this science experiment,"  "enjoy your book!" or "the students and I are having an amazing time learning about math this week!"

Instead, we get this.....

"These kids need testing strategies to succeed.  They have no clue!"

"But we were told to teach Common Core State Standards but OAKS is based on the old standards!"

"We have to retest all of those who didn't pass?  Is this under the new formula for growth or for meeting benchmark scores or not?"

"But I still have two months left to teach curriculum!  They won't know enough of the material to be tested on it!"

"We're going to interrupt our traditional and high-interest hands-on learning project to have those who didn't meet on the state test, take the test again?!  They will get behind and be left out!"

"I'm not surprised by the test results of some students; I could have told you they weren't being successful based on my assessments in class.  Why waste time with a high-stakes test?"

"Sorry you didn't meet benchmark, but you grew so much!  You did great, don't feel bummed!  You should be proud of your efforts."

"I feel like such a failure."

"Why are the assessments you as a professional teacher not good enough when it comes evaluating  the success of your students?"

"State testing started today. Ugh."

"Those on the outside look at these test results and see failure."

"I am not taking time out of teaching to teach test prep."

"Have you looked at your data strands?"

Propaganda, Fear, Uncertainty, Doubt: Rahm Style – news coverage about teacher pension cuts is NOT TRUE | Reclaim Reform

Propaganda, Fear, Uncertainty, Doubt: Rahm Style – news coverage about teacher pension cuts is NOT TRUE | Reclaim Reform:



Propaganda, Fear, Uncertainty, Doubt: Rahm Style – news coverage about teacher pension cuts is NOT TRUE

Keeping teachers in a constant state of uncertainty, fear and doubt is part of the Shock Doctrine strategy being played out today by Rahm Emanuel, the Chicago Sun-Times and other news/propaganda sources under his control or the control of his corporate sponsors who will benefit financially if pension funds can be raided.
This is NOT an episode in CNN’s propaganda news/reality TV series, Chicagoland, produced by one of Rahm’s financial backers. This is raw shock and awe.
Sun-Times pension deal lieHere is the full Chicago Sun-Times article. Since it is based in something that is not true, none of it has any credibility. Since all propaganda of import has some truths to build upon, there are probably some particulars are factual. (All believable lies are based on truth and then carried into the big lie.) There is no telling what the minor facts are.
Fred Klonsky, a quality candidate for IEA- NEA RA retired delegate, posted the events as they occurred  HEREand HERE.




Watch CTU President Karen Lewis tell the truth behind the propaganda of cutting a deal to cut active and retired teacher pensions in Chicago. (Teachers’ union and other We Are Illinois union delegates have not even been allowed “at the table” to negotiate anything about pensions.)
Chicagoland and Rahm Emanuel need to be cancelled.

3-28-14 Open Congress : Major Bill Actions Education This Week - U.S. Congress - OpenCongress


Education - U.S. Congress - OpenCongress:




Bill Introduced: S. 2119: Head Start Improvement Act of 2014
A bill to amend the Head Start Act to authorize block grants to States for prekindergarten education.

Bill Introduced: H.R. 4214: Native Language Immersion Student Achievement Act
To promote the academic achievement of American Indian, Alaska Native, and Native Hawaiian children with the establishment of a Native American language grant program.
Bill Introduced: S. 2116: Native American Seeds Protection Act of 2014
A bill to direct the Secretary of Agriculture, in consultation with Indian tribes, to make grants, competitive grants, and special research grants to, and enter into cooperative agreements and other contracting instruments with, eligible entities to conduct research and education and training programs to protect and preserve Native American seeds, and for other purposes.
Bill Introduced: S. 2119: Head Start Improvement Act of 2014
A bill to amend the Head Start Act to authorize block grants to States for prekindergarten education.
Bill Introduced: H.R. 4207: Jumpstart Our Businesses by Supporting Students Act of 2014
To amend the Higher Education Act of 1965 in order to allow the Secretary of Education to award job training Federal Pell Grants.
Bill Introduced: S. 2098: Yellowstone Community Education Fairness Act
A bill to ratify and approve certain payments to school districts serving Yellowstone National Park.

Research Brief: Access to “Effective Teaching” as per VAMs |

Research Brief: Access to “Effective Teaching” as per VAMs |:



Research Brief: Access to “Effective Teaching” as per VAMs





 Researchers of a brief released from the Institute of Education Sciences (IES), the primary research arm of the United States Department of Education (USDOE), recently set out to “shed light on the extent to which disadvantaged students have access to effective teaching, based on value-added measures [VAMs]” as per three recent IES studies that have since been published in peer-reviewed journals and that include in their analyses 17 total states.

Researchers found, overall, that: (1) disadvantaged students receive less-effective teaching and have less access to effective teachers on average, that’s worth about a four-week lack of achievement in reading and about a two-week lack of achievement in mathematics as per VAM-based estimates, and (2) students’ access to effective teaching varies across districts.
On point (1), this is something we have known for years, contrary to what the authors of this brief write (i.e., “there has been limited research on the extent to which disadvantaged students receive less effective teaching than other students.” They simply dismiss a 

My Favorite Posts (So Far) | Gatsby In L.A.

My Favorite Posts (So Far) | Gatsby In L.A.:



My Favorite Posts (So Far)





 Several of my friends and relatives—okay, all of them—have complained that I post too much. Because I care, and only for that reason, I am going to take a Spring Break from posting until Monday, April 7 so that you can rest up and catch up on posts you may have missed.  Below are my favorites from the year so far.

For a snapshot of the very different circumstances in which children are being educated, compare these posts:
For my analysis of why teachers in underserved communities have a more complex job and need more resources, read these two:
For snapshots of the different circumstances in which children are growing up, compare these posts:
For my views on teacher effectiveness and evaluations:
Finally, in case you missed my most popular post ever, read my interview with the fabulously funny and wise Roxanna Elden in Why The Great Teacher Myth Doesn’t Help Kids.
Enjoy your spring break!  Wear sunscreen!

What You Can Do to Support Public Schools | Blog, Take Action | BillMoyers.com

What You Can Do to Support Public Schools | Blog, Take Action | BillMoyers.com:



What You Can Do to Support Public Schools

Diane RavitchWe asked education historian Diane Ravitch what she hopes people will do after watching this week’s show. Here’s what she had to say:
1.) Visit the Network for Public Education website.
2.) Write letters to the editor of your local newspaper or website in support of your public schools.
3.) Visit your local public school. Offer to volunteer. See what teachers do.
4.) Join any local or state organization that supports public education.
5.) Support the arts for all children. Demand that all children have time and resources for singing, dancing and other joyful activities.
6.) Support Fairtest, which opposes the misuse of testing.

Nite Cap 3-28-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




3-28-14 The Whole Child Blog — Engage Students with Motivation 3.0 — Whole Child Education
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Ed Notes Online: De Blasio Rolled - Say no to this budget deal; call the Speaker & your Assemblymember NOW!: De Blasio Rolled - Say no to this budget deal; call the Speaker & your Assemblymember NOW!I hate to tell you I told you so, but I told you so. That Eva would never pay a dime in rent.Not only that but now de Blasio will have to pay her rent. Here's the lesson boys and girls. We can'
Wanted: More public school heroes | Bob Braun's Ledger
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Taveras withdraws from Adirondack education retreat featuring Cuomo, Democratic mayors | Politics - Rhode Island & US political news | Providence Journal
Taveras withdraws from Adirondack education retreat featuring Cuomo, Democratic mayors | Politics - Rhode Island & US political news | Providence Journal: Taveras withdraws from Adirondack education retreat featuring Cuomo, Democratic mayorsMarch 27, 2014 07:23 PMComments   1  103 +10  1  0  2BY PHILIP MARCELOpmarcelo@providencejournal.comPROVIDENCE, R.I. – Providence Mayor and gubernatorial c
New York Schools: The Roar of the Charters by Diane Ravitch | NYRblog | The New York Review of Books
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Mike Klonsky's SmallTalk Blog: Mass school closings 'great success' declares Byrd-Bennett
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Morning Wink 3-28-14 AM Posts #BATsACT #RealEdTalk #EDCHAT #P2
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3-28-14 @ The Chalk Face
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YESTERDAY

A VAM Shame, again, from Florida |
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Nite Cap 3-27-14 #BATsACT #RealEdTalk #EDCHAT #P2
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPResearchers: One out of every 68 U.S. children has autism | The Raw StoryResearchers: One out of every 68 U.S. children has autism | The Raw Story: Researchers: One out of every 68 U.S. children has autismBy Agence France-PresseThursday, March 27



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